SOUTHERN UNIVERSITY AT NEW ORLEANS SCHOOL OF SOCIAL WORK

SW 737 Empowerment Based Social Work with Children, Youth, and Families II 2 Credit Hours

I. COURSE DESCRIPTION

This is an advanced practice course which provides examination of cutting-edge research and theory on interventions and programs that promote healthy development of children and adolescents in the environments in which they function. Special emphasis is placed on examining and creating promising preventive interventions within programs using an interdisciplinary perspective. A risk-resilience-ecological conceptual framework is used to synthesize and differentially apply theories of human behavior and the social environment for selected national and global practice issues pertinent to developing culturally responsive youth and family programs.

Pre-Requisite: This course is based on students having completed: SW 731 (Advanced Policy CYF and SW 731 (Empowerment I CYF).

II. RATIONALE

Professionals have witnessed an increase in children and youth with difficult behaviors. Contributing factors include the child’s exposure to violence, homelessness, poverty, and substance abuse. It is critical that social workers who practice with children acquire the advanced knowledge and skills that will enable them to design programs which will decrease risk, promote safety and build resilience to meet life challenges. Emphases in this course is on evaluation and creation of preventive program models that serve diverse populations living within the United States.

III. COURSE CONTENT

Upon completion of this course, the student will be able to:

1. Develop a framework for applying 21st century ethnic and culturally sensitive policies for improving the social and environmental situations of children, youth, and families through creative program development.

2. Application of best practice knowledge to reduce effects of poverty, gender, sex, health/disability discrimination when creating effective interventions for youth in diverse families.

1 3. Appropriately search and use an interdisciplinary approach to apply the above conceptual framework in developing interventions and prevention programs for children and youth in selected areas of practice (child welfare, education, health/mental health, and juvenile justice).

4. Develop an understanding regarding international and cross cultural differences in evaluating, selecting and creating programs for youth and their families.

A. Behavioral Competencies:

1. Apply ethical decision-making skills to evaluate and design programs and interventions.

2. Use evidence –based practice and practice-based evidence in designing programs that advance social and economic well-being of families and children.

3. Work collaboratively with others (stakeholders, professional disciplines, etc) to accomplish systemic change that is sustainable.

IV. REQUIRED TEXT(s)

Nybell, L., Shook, J. & Finn, J. (2009). Childhood, youth, & social work in transformation: Implications for policy and practice. New York: Columbia Press. ISBN: #978-0-231-14140-6

Additional unit readings, including electronic journal articles and chapters from previous CYF texts, may be assigned by individual instructors. All articles listed on the syllabus may be located in the SUNO online database in the ProQuest link.

Supplemental text:

Allen-Meares, P. & Fraser, M. (2004). Intervention with children and adolescents: An interdisciplinary perspective. New York: Pearson Education, Inc.

V. COURSE CONTENT

A. Unit One: Program Evaluation

An Interdisciplinary Approach for Empowerment Work with Children, Youth and their Families.

2 Required Readings:

(1) Text: Chapters 1 & 24

(2) Jenson, J. (2006). Advances and challenges in preventing childhood and adolescent problem behavior. (2006). Social Work Research, 30, 3, 131- 135.

(3) Mallett, C. Disparate juvenile court outcomes for disabled delinquent youth: A social work call to action. Child & Adolescent Social Work Journal, June, 26, 3, 197-208.

(4) McBeath, B., Briggs, H. & Aisenberg, E. (2010). Examining the premises supporting the empirically supported intervention approach to social work practice. Social Work, 55, 4, 347-58.

(5) Mulroy, E. & Llauber, H. (2010). A user friendly approach to program evaluation and effective community interventions for families at risk of homelessness. Social Work, 49, 4, 573-87.

(6) Skiba, D., Monoe, J. & Wodarski, J. (2004). Adolescent substance use: Reviewing the effectiveness of prevention strategies. Social Work, July, 49, 3, 343-354.

(7) Stewart, C., Rapp-Paglicci, L. & Rowe, W. (2009). Evaluating the efficacy of the prodigy prevention program across urban and rural locales. Child & Adolescent Social Work Journal, February, 26, 1, 65-76.

(8) Strout, M. (2007). Evidence-based practices for substance abuse prevention: reports from the front line. Boston University. Dissertation. AAT 3254476.

(9) Wilson, L. (2009). Parenting practices, adolescent health behaviors, acculturation, and perceptions about family education: Implications for developing culturally appropriate Latino family interventions. Hispanic Health Care International, 7, 4, 213-24.

B. Review: Risk, Protective Factors, and Resilience Research and Designing Successful Programs and Interventions

Required Text Readings: Chapters 2 and 24

C. Unit Two: The Conceptual Framework: Poverty, Race, Ethnicity, Gender, Discrimination and Immigration

3 Required Text Readings: Chapters 6, 3, 4 Required Articles:

(1) Carswell, S., Hanlon, T., O’Grady, K., Watts, A. & Pothong, P. (2009). A preventive intervention program for urban African American youth attending an alternative education program: Background, implementation, and feasibility. Education & Treatment of Children, August, 32, 3, 445- 470.

(2) Friedrich, A., Mendez, L., Mihalas, S. (2010). Gender as a factor in school-based mental health service delivery. School Psychology Review, March, 39, 1, 122-137.

(3) Gilbert, D., Harvey, A. & Belgrave. (2009). Advancing the Africentric paradigm shift discourse: Building toward evidence-based Africentric interventions in social work practice with African Americans. Social Work, 54, 3, 243-53.

(4) Griffin, J., Holliday, R., Frazier, E. & Braithwaite. (2009). The BRAVE (Building Resiliency and Vocational Excellence) Program: Evaluation findings for a career-oriented substance abuse and violence preventive intervention. Journal of Health Care for the poor and Underserved. August, 20, 3, 798-817.

(5) Robbers, M. (2010). Hispanic young fathers: An overview of programs and practices. Childhood Education, 86, 6, 394-399.

(6) Wilson, L. (2009). Parenting practices, adolescent health behaviors, acculturation, and perceptions about family education: Implications for developing culturally appropriate Latino family interventions. Hispanic Health Care International, 7, 4, 213-224.

Recommended

(1) Lareau, A. (2003). Unequal childhoods: Class, race, and family life. University of California Press.

(2) Wilson, W. (1997). When work disappears: the world of the new urban poor. Vintage Books.

VI. Unit Three: Child Welfare, Education and School Based Concerns

Required Readings: Text: Chapters 9, 12, 14

4 (1) Bolen, M., McWey, L. & Schlee, B. (2008). Are at risk parents getting What they need? Perspectives of parents involved with child protective services. Clinical Social Work Journal, 36, 341-354.

(2) Coll, K. Stewart, R., Morse, R. & Moe, A. (2010). The value of coordinated services with court-referred clients and their families: An outcome study. Child Welfare, 89, 1, 61-80.

(3) Embry, R. & Grossman, F. (2006/2007). The Los Angeles county response to child abuse and deafness: A social movement theory analysis. American Annals of the Deaf, 151, 5, 488-99.

(4) Falconer, M., Haskett, M., McDaniels, L., Dirkes, T. & Siegel, E. (2008). Evaluation of support groups for child abuse prevention: Outcome of four state evaluations. Social Work with Groups, 31, 2, 165-87.

(5) Franklin, C. & Kelly, M. (2009). Becoming evidence-informed in the real world of school social work practice. Children & Schools, 31, 1, 46-57.

(6) Franklin, C., Moore, K. & Hopson, L. (2008). Effectiveness of solution- focused brief therapy in a school setting. Children & Schools, 30, 1, 15- 26.

(7) Harris, M. & Franklin, C. (2009). Helping adolescent mothers to achieve in school: An evaluation of the Taking Charge Group Intervention. Children & Schools, 31, 1, 27-34.

(8) Hemmings, A. (2007). Seeing the light: Cultural and social capital production in an inner-city high school. The High School Journal, 90, 3, 9-17.

(9) Houchins, D., Puckett-Patterson, D., Crosby, S., Shippen, M. & Jolivette, K. (2009). Barriers and facilitators to providing incarcerated youth with a quality education. Preventing School Failure, Spring, 53, 3, 159-167.

(10) Kolko, D., Cohen, J., Mannarino, A., Baumann, B. & Knudsen, K. (2008). Community treatment of child sexual abuse: A survey of practitioners in the National Child Traumatic Stress Network, 36, 37-49.

(11) Krezmien, M., Mulcahy, C., & Leone, P. (2008). Detained and committed youth: Examining differences in achievement, mental health needs, and special educations status. Education & Treatment of Children, 445-464.

(12) Passaro, P., Moon, M., Wiest, D. & Wong, E. (2004). A model for school psychology practice: Addressing the needs of students with emotional and behavioral challenges through the use of an in-school support room

5 and reality therapy. Adolescence, 39, 155, 503-17.

VII. Unit Four: Health Concerns: Required Readings: Text: Chapters 15, 16, 18

(1) De Anda, D. (2008). Replication of an Intensive Educational Intervention for youth pregnancy and STI prevention: The GIG, Child & Adolescent Social Work Journal, February, 26, 1, 55-70.

(2) Feaster, D., Burns, M., Brincks, A. & Prado, G. (2010). Structural ecosystems therapy for HIV+ African American women and drug relapse. Family Process, June, 49, 2, 204-220.

(3) MacMaster, S. (2004). Harm reduction: A new perspective on substance abuse services. Social Work, July, 49, 3, 356-64.

(4) Munsch, S., Roth, B., Michael, T., Meyers, A., Biedert, E., Roth, S., Speck, V.Zumsteg, W., Isler, E., & Margraf (2008). Randomized controlled comparison of two cognitive behavioral therapies for obese children: Mother versus mother-child cognitive behavioral therapy. Psychotherapy and Psychosomatics, 77, 235-246.

(5) O’Hare, T. & Sherrer, M. (2005). Assessment of youthful problem drinkers: Validating the drinking context scale (DCS-9) with freshman first offenders. Research on Social Work Practice, March, 15, 2, 110- 20.

(6) Simpson, L., Peterson, L., Lannon, C. & Murphy, S. (2010). Special challenges in comparative effectiveness research on children’s and adolescents’ health. Health Affairs, October, 29, 10, 1849-57.

(7) Skiba, D., Monroe, J. & Wodarski, J. (2004). Adolescent Substance Use: Reviewing the effectiveness of prevention strategies. Social Work, 49, 3, 343-54.

(8) Strout, M. (2007). Evidence-based practices for substance abuse prevention: Reports from the front line. Boston University. Boston University. AAt 3254476 (ProQuest).

(9) Unruh, D., Gau, J.& Waintrup, M. (2009). An exploration of factors reducing recidivism rates of formerly incarcerated youth with disabilities participating in a re-entry intervention. Journal of Child and Family Studies, June, 18, 3, 284-294.

(10) Wilson, L. (2009). Parenting practices, adolescent health behaviors, acculturation, and perceptions about family education: Implications for

6 developing culturally appropriate Latino family interventions. Hispanic Health Care International, 7, 4, 213-24.

VIII. Unit Five Mental Health Required Readings: Text: Chapters 9, 10, 11, 12, 13, 19

(1) Hernandez, M., Nesman, T., Mowery, D., Avevedo, I. & Callejas, L. (2009). Cultural Competence: A literature review and conceptual model for mental health services. Psychiatric Services, August, 60, 8, 1046-1054.

(2) Choate-Summers, M., Freeman, J., Garcia, A., Coyne, L., Przeworski, A. & Leonard, H. (2008). Clinical considerations when tailoring cognitive behavioral treatment for young children with obsessive compulsive disorder. Education & Treatment of Children, 31, 3, 395-416.

(3) Brookman-Frazee, L., Haine, R. A. & Garland, A. (2006). Innovations: Child and adolescent psychiatry: Measuring outcomes of real-worth youth psychotherapy: Whom to ask and what to ask?, Psychiatric Services, 57, 10, 1373-5.

(4) Mancuso, E., Faro, A., Joshi, G. & Geller, D. (2010). Treatment of pediatric obsessive-compulsive disorder: A review. Journal of Child and Adolescent Psychopharmacology, 20, 4, 299-308.

(5) Power, A. (2009). Focus on transformation: A public health model of mental health for the 21st century. Psychiatric Services, 60, 5, 580-4.

(7) Riehman, K., Stephens, R. & Schurig, M. (2009). Substance use patterns and mental health diagnosis among youth in mental health treatment: A latent class analysis. Journal of Psychoative Drugs, December, 41, 4, 363- 368.

(8) Smith, T. & Sederer. (2009). A new kind of homelessness for individuals with serious mental illness? The need for a mental health home. Psychiatric Services, 60, 4, 528-33.

(9) Weber, S. (2009). Treatment of trauma-and abuse-related dissociative symptom disorders in children and adolescents. Journal of Child and Adolescent Psychiatric Nursing, 22, 1, 2-6.

IX. Unit Six: Juvenile Justice: Youth Violence Programmatic Strategies

Required Readings: Text Chapters 19, 20, 21, 22

7 (1) Coleman, R., Kim, D., Mitchell-Herzfeld, S. & Shady, T. (2009). Delinquent girls grown up: Young adult offending patterns and their relation to early, legal, individual, and family risk. Journal of Youth and Adolescence, March, 38, 3, 355-367.

(2) Harlow, K. & Roberts, R. (2010). An exploration of the relationship between social and psychological factor s and being bullied. social and psychological factors and being bullied. Children & Schools. January, 32, 1, 15-27.

(3) Hussey, D., Drinkard, A., Falletta, L. & Flannery, D. (2008). Understanding clinical complexity in delinquent youth: comorbidities, service utilization, costs, and outcomes. Journal of Psychoactive Drugs, 40, 1, 85-95.

(4) Jenson, J., Dieterich, W., Brisson, D., Bender, K. & Powell, A. (2010). Preventing childhood bullying: Findings and lessons from the Denver public schools trial. Research on Social Work, September, 20, 5, 509-20.

(5) Mann, E. & Reynolds, A. (2006). Early intervention and juvenile delinquency prevention: Evidence from the Chicago longitudinal study. Social Work Research, 30, 3, 153-68.

(6) Mauricio, A., Little, M., Chassin, L. & Knight, G. (2009). Juvenile offenders’ alcohol and marijuana trajectories: Risk and protective factor effects in the context of time in a supervised facility. Journal of Youth and Adolescence, March, 38, 3, 440-454.

(7) Maschi, T., Morgen, K., Hatcher, S., Rosato, N. & Violette, N. (2009). Maltreated children’s thoughts and emotions as behavioral predictors: Evidence for social workaction. Social Work, April, 54, 2, 135-144.

(8) Rose, S. (2008). Contemporary youth violence prevention: Interpersonal- cognitive problem-solving. Social Work with Groups, 31, 2, 153-163.

(9) Stewart, C., Rapp-Paglicci, L. & Rowe, W. (2009). Evaluating the efficacy of the prodigy prevention program across urban and rural locales. Child & Adolescent Social Work Journal, February, 26, 1, 76.

VI. METHODS OF EVALUATION

Final grades will be determined by completion of the following exercises, tasks, and papers. These assignments are designed to expand students’ knowledge and

8 skills in critically examining existent programs and designing culturally appropriate programs for 2012 and beyond. A. Reviewing the Evidence Part One: What is Transformation? B. Reviewing the Evidence Part Two: Parent Training, Mentoring, C. Program Evaluation: Current Program Analysis D. Program Design

Assignments 1. One Academic Term Paper completed in four parts. Students select from one of the unit areas developed this semester a particular issue that they will design an intervention-prevention/rehabilitative effort. Any one of the topics listed in the text’s table of contents is appropriate.

An additional description of this academic paper will be given the second week concerning each of the areas below. The three main components of the paper will be:

(a). The first component focuses on a statistical portrait of the subject area selected in a specific city and state geographic area. This component will be due the fourth class meeting.

(b). The second component is based on the statistical portrait and identifies, discusses the protective/risk/resilience nature of the subject area. This includes a description of the area(s) targeted for intervention as well as what features of resilience can be observed. This will be due the sixth class session.

(c). The third component evaluates evidence-based research on programs designed to address the subject area. This component is completed by the ninth class session.

(d). The fourth component consists of a program design which addresses those concerns addressed and identified in the three preceding components. This is due the twelfth class session. The fourth component paper is summarized by each student during the last class period.

NOTE: Students submit in writing their topic area the second week of class.

2. Attendance and Participation are integral components for this course. Attendance refers to being physically in class, attending and contributing to discussion. Student input should include an integration of what they are reading and developing in their individual papers as well as incorporating class content. This is worth 15% of the final grade. 3. Final Grades: Derived from an average of the assignment grades.

A (Exceptional): 90 >; B (Above Average): 89 – 80; C (Competent): 79 – 70; F (Failing) 69 <

9 4. Students will be given an “I” (incomplete) grade for the course only with prior arranged contract with the instructor. An “I” grade will not be given to prevent a failing grade. An “I” grade must be completed by the agreed upon date or a failing grade will be assigned.

G. BIBLIOGRAPHY NOTE: All articles identified on the syllabus are available from the SUNO online database and are available either in ProQuest or EBSCO.

12.02.2010 Revision: 12.06.10

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